Lesson Plan

In this activity, students look at how nonfinite clauses might be used in their own writing and that of others to vary the structure of a text. On one level, this is about creating something that people like to read:
something that is interesting, varied and engaging and designed to hook
the reader or suit the style you are hoping to adopt. On another level,
it’s about students showing teachers and examiners that they know about different
forms and can use them in their writing.

Students are asked to communicate using a bank of nouns - and nothing else.

Goals

Communicate with a partner using only nouns.

Discuss what can and can't be easily expressed using only nouns.

Determine which other types of words are useful for expressing complex ideas.

Lesson Plan

The teacher explains that this activity will involve you trying to express progressively more complicated concepts and actions to a partner using only these words, your own body language and imagination.

Objective

To explore the meaning of simple, everyday nouns and how they relate to your experience of the world.

Things like a chair, a fork, a dog, a horse, a house, a kennel, a girl, a nurse, a boy and a policeman are something that we can see and touch. They exist in reality and are observable. The names for them are concrete nouns. Other nouns refer to things which we cannot see or touch like happiness or time. Such nouns are abstract nouns.

Goals

To understand how prepositions construct meaning in a non-fiction text.

For students to apply this to their own writing.

What and how do prepositions mean?

Begin by showing your class a list of prepositions (or - even better - ask them to generate the list themselves). Display the list on the board, and ask: what do prepositions do and how do they do it? The discussion should arrive at the following conclusions:

This activity involves working with nonfiniteclauses to do some sentence-splitting and sentence-joining. The purpose is to develop your awareness of the different kinds of structures that are available to you as a writer.

Consonants

Consonants are produced by pushing air up from the lungs and out through the mouth and/or nose. Airflow is disrupted by obstructions made by various combinations of vocal articulator movements, so that audible friction is produced.

They are described in terms of (1) voicing, (2) place of articulation and (3) manner of articulation.

A series of activities and content for exploring the sounds of English

Goals

Understand the difference between phonetics and phonology

Explore the ways that we can write sounds down, using the phonetic alphabet

Apply this knowledge to a text and consider some of the stylistic effects of sound choices

Lesson Plan

This lesson plan is split into sections, and includes enough material for around 3 hours of teaching: (1) a starter activity (group discussion); (2) an explanation of phonetics and phonology; (3) vowels; (4) consonants; (5) a transcripti